Developing a Teaching Capacity Enhancement Plan - Essay Example

?A teaching capa enhancement plan Introduction The nature of learning is changing fast from the teacher centered, passive approach to learner centered, active and participating student approach. New researches and theories have identified new development arenas for educators which are centered on principles of adult learning and principles of transformative learning (Mezirow, 1991). These are reason enough for educators to build new capacities and enhance existing ones to fulfill the needs of students and turn teaching into good teaching as said by Ragan (Ragan, 1998). My personal goals for being a better educator will revolve around all these theories and a personal set of beliefs regarding teaching and spreading of knowledge. They will also be based on my choice of my aspired career as a long distance teacher. The choice of goal selection as an adult is further reinforced by the fact that Malcolm Knowles has identified that adults are goal oriented (Knowles, 1970) and therefore I will prefer to have clear goals for myself and then construct a clear set of goals for my adult students so that surety of transference and development of cognitive interest is assured. Goals For the teaching capacity enhancement plan, I have selected four basic goals which I plan to achieve in the next 12 months. The first and the foremost goal is to develop a capacity for learner centered teaching. This will be achieved by developing not only empathy but also detailed study and application of the theory of cognitivism. This theory will give me precise knowledge of the thought process behind behaviors and what goes on in the learners mind. (Schuman, 1996) Thus ultimately this goal will enhance my capabilities as a cognitive thinker and teacher. The second is to enhance my capacities as a distance learning teacher and to develop ideas and processes around it. This goal also includes development of a plan and program which will ensure captivation of the students thus learners interest even when they are learning online and not directly. The third goal is also centered on the second goal and includes actions for modification and development of online degrees to provide life-long grounding for individuals who pursue them. Last but not the least, my final goal is to imbibe flexibility in myself as a long distance teacher and create a program which is flexible to ensure optimum learning for all those who value learning but cannot achieve it due to their commitments. This last goal will include both a personal development and grooming as an individual and will also include designing and implementation of a negotiated learning contract and program of study. Justification of selection and significance of goals (T-DEPLOY) Theory Multiple theories support my selection of goals and they are extremely significant for all educators, particularly those who wish to enter the adult education and distant learning dimension. Learner centered teaching is has been defined as the form of teaching which removes emphasis from the teacher and directs it towards the learner and the process of learning. As for developing my capabilities as a long distance teacher many theorists have encouraged the fact that lifelong learning opportunities must be encouraged and supported and Reushle in his doctoral thesis has been particularly vocal about the importance of both learning and its easy availability throughout life. (Reushle, 2005). He also believed that a transformative approach should be available for all online educators and my goal is to get that transformative approach to transform the lives of individuals I teach. The topic of distance-learning has been frequently debated by theorists and researchers. Marshall McLuhan (McLuhan, 1964) has described media as the carrier of the message from the transmitting source to the receiver. Thus media is often regarded as the extension of humans that allow for convenient affecting of people in the absence of a face to face contact. Therefore internet and video learning is a very strong medium to teach and can greatly affect the lives and the cultures of people as a whole without the availability of a lot of resources. The other aim which I expect myself to achieve is to develop, plan and design a more flexible approach. This is so because distant learning and flexible learning go hands and hands as they are both open to less inspection as compared to face to face settings. In the words of Chris Morgan (Chris Morgan, 1999), since there is less observation and less direct evaluation, more effort has to be put in the design and development of the course. Chris Morgan also wrote that in the provision of flexible learning, a wider variety of options are available for the learners to go about their learning. Another concept which cannot be ignored in flexible and distance learning is that the learners fall in a range of age brackets (Chris Morgan, 1999)and flexibility has to be maintained in teaching and developing rapport with different age brackets. Development of capacities as a cognitive thinker has also been frequently debated by many theorists. Cognitive tasks are classified as tasks which need a high level of processing and are associated with strategies with a high cognitive impact. According to Ertmer and Newby (Ertmer, 1993), these different strategies are promoted by different learning and frequently overlap. Thus the development of constructive thinking, pshyco-motor thinking and cognitive analysis will go hand in hand. Seattler (Saettler, 1990) has also discussed the shift of the cognitive processing from external to internal behavior. According to him cognitive skills are essential to develop an understanding into what goes on in the human mind and how the knowledge of these internal mental processes can be utilized to promote effective learning. (Saettler, 1990). He did not completely disregard the behaviorist design models but embellished them with new task and learner analysis parts. These new models now address a variety of learning methods such as coding of knowledge and its representation, storage and retrieval of information and incorporation and integration of new knowledge with previous existing one. Another great leap achieved by Seattler is the fact that he understood that the transition from previous behaviorist principles to present cognitivist principles will not be very difficult. This was so because the ultimate goal remained the transfer of knowledge or adept communication in the most effective way. This can be further reinforced by Mergel's (Mergel, 1998) work who believed that both behaviorist and cognitive scientists try to break down tasks into smaller steps to develop instructions that move from simple to complex building on prior schema but in the case of a cognitive scientist, the task is deeply analyzed first. Discipline The fact that disciplinary problems are bound to arise when long distance courses are developed for both teachers and students is a fact that cannot be denied. Flexible learning also needs immense amounts of discipline, training and motivation. This motivation can be both intrinsic and extrinsic. But it should be realized that two of my four goals cannot be achieved without imbibing extreme levels of discipline into me and considerable efforts should be made to do the same for my students. As for cognitive learning, course alignment and developing a learner centered approach, they are more determined by understanding the theories behind them and putting them to practice. Extra There are multiple extrinsic and intrinsic factors which have led me into the choice of these present goals. The first belief is that education should be available to all regardless of age, location and resources thus my choice of being a distant learning, flexibility oriented educationist. There is an important influence which comes from the writings of Heimbecker (Heimbecker, 1995) which has motivated me to make learner-centered approach my aim. The paragraph which led me to my judgment is quoted below. "I wanted to remove myself from the position of teacher authority for another reason. Students are well conditioned to see their teacher as being the final authority and having all the right answers. If my students saw me in this light, then there is little incentive to struggle with their own writing. If someone, in this case me, is going to fix it all up anyway, and solve the problems in the writing, then why bother struggling with it yourself?" (Heimbecker, 1995) Other factors regarding my choice are that to date distant learners, though qualified are not viewed in the same light and not given the same value as proper learners. There are always doubts in the employers minds regarding their qualifications, value and knowledge. By the development of a new program, detailed study, planning and analysis, I wish to remove all these misconceptions by changing the face of distant learning and the level of communication involved in it. Practice The initial and the basic training method for teachers has been learn as you practice and thus there is no denying the importance of practice. Besides that there can be no denying that though theories can be learnt and students understood but there is no use of all these until all the learning is practiced upon students. Besides that as the common cliche goes practice makes perfect and perfection in teaching methods is gained by apt practice and implementation. My past experience from school has taught me that it was only teachers who took a considerable interest in students, though they wont show it explicitly were the ones who used to convey their ideas and knowledge effectively. Learner The teaching contexts in this regard are variable but the ultimate aim remains the same which ids the efficient transmission of knowledge and to provide a life-long grounding. This aim magnifies the achievement of a college degree beyond a qualification or a job license. The needs of learners will again be variable depending on their ages and background but the vital need for the educationist will be to understand the cognitive sense behind them. This means that effort will have to go into understanding learners. However there will be some needs which will be common to all learners. Since all learners will be adults Malcolm's (Knowles, 1970) knowledge of andragogy will be put to use. Ragan (Ragan L. C., 1999) has identified that both the distance and the general education framework dictates a student centered curriculum with increased interactive learning, integration of technology into the educational system, and collaborative study activities. They should also employ creative solutions to ensure the fulfillment of traditionally achieved objectives by socialization into the field of study and access to advising and academic support services. According to Kearsey (Kearsley, 1996), the adult education environment will also mean that more focus is laid on the process rather than the content being taught. This andragogy will involve learner centered strategies such as case studies, role playing, simulations and self evaluations. This will lead to my development as a facilitator or a resource rather than a lecturer or a grader. (Kearsley, 1996) Organizational On the organizational context, this development is going to immensely facilitate me in my role as a virtual university resource provider. Many examples are available so as to how instructional strategies over a distance can accommodate different learning styles and Wang provides a clear description of this concept (Wang, 1996). This demonstration which is also my role model comes from The University of Akron's Virtual Classroom which has a variety of activities to suit various learning styles.(Wang, 1996) Many universities currently have a long distance program which is both more affordable and more flexible in this approach. It is from the existence of these programs and the need for more which generate my desire to improve in this arena. You I strongly believe that university teachers should make efforts to be appropriate role models and as a long distance teacher and a cognitive thinker, I should be able to exhibit to my students a commitment to scholarly values, ensuring lifelong learning, professional and personal growth through critical evaluation and self reflection to ensure that teaching retains its value as a noble profession with no ethical dilemma. Thus one of my key aims is to remove all misunderstandings about teaching as being materialistic or unimportant in todays world. My personal beliefs as an educator are that I will need to accomplish my goals to become an effective teacher and educator. I believe that as an educator, I will promote active learning by actively involving the student in the process. As an educator, I will also generate effective feedback from my students. This feedback will invoke new ideas and provide the ability to students to assess themselves. By teaching effectively, I will also be able to communicate high expectations and provide appropriate support. In this way the development that I will strive for in my students will not be hindered. As a teacher who will be exposed to various backgrounds, age groups and culture simultaneously, I as an effective teacher will also learn to and then eventually respect diverse talents, ways of learning and personal histories. I will also use their diversity appropriately to enhance the learning experience. (Tedi: Teaching and learning support) Implementation plan for goals The first and the foremost step towards the achievement of my goals is the acquisition of knowledge. This knowledge and information is readily available and I already have quite a bit of it. This will be followed by concrete steps towards the achievement of specific goals. The easiest will be the designing of a curriculum which is aligned for both distant and adult learning. Creation of alignment which in the words of Biggs is "the existence of maximum consistency throughout the system". And the agenda for all components of the system is the same. (Biggs, 1995). The achievement of my goals will also include the fact that the course focuses on clear goals, includes criterion referenced assessment and depends on student centered learning. (Isaac, 2001) the implementation will also involve a building of an assessment plan where students can assess and evaluate themselves. Thus I will involve in my course opportunities for peer marking and lots of self evaluation and self direction. This will teach the students to think and make decisions for themselves. I will develop a plan which allows individuals to pace themselves according to their means and lectures will have lots of motivational information rather than of the critical sort. Multiple proctors will be used thereby permitting testing, immediate scoring, tutoring and therefore enhancing and building on the personal-social aspect of the educational process. (Saettler, 1990) The development will also include an achieving approach which will enhance the students ego and self esteem through competition and therefore they will obtain high grades. (IML, 2007). Students will also interact with peers to allow for socializing but inclusion into this platform will be completely optional as many students will be facing multiple responsibilities and obvious time shortages. For learner centered strategies, I will take help from my mentors and teachers to teach me what goes on in the mind of the learner. I will also conduct psychological research and analysis to give me a better insight about this topic. I will also discuss the shortcomings of the present long distance programs with people and thus will come up with changes to modify it. Reflective and introspective response Since I was brought up where emphasis was laid on the teacher and not learning or the learner, therefore the emphasis on learner centered teaching was unconventional. An insight into this led me to greatly believe that this type of teaching is essential to build self esteem and confidence from an early age. Another widely held old belief was that education is extremely time consuming and could not be imparted to the old until they fully devote themselves. Though perspectives regarding this are changing and I further want to change the widely held notions that education at a later age and without resources cannot be very beneficial. In fact I want people to believe that learning is easy if there is enough motivation and as I have stated earlier it should be designed to provide lifelong grounding. Flexible learning is based on the same principles. My initial belief was that education and learning regards utmost devotion but now fulfilling work responsibilities and a social life has quite altered my beliefs. My current inherent belief lays in the fact that it is the level of motivation and devotion that matters and not the amount. It depends upon both the learners and the teachers loyalty and devotion which results in the ultimate transmission of knowledge which would be otherwise impossible. Last but not the least, cognitive thinking is supposed to be either a human attribute and all humans whether educators or not should strive to achieve this as it not only gives an insight required for teaching but also for a successful life. Conclusion Thus in short the four goals, I have identified are developing myself as a cognitive thinker who works flexibly and develops an adult distant learning plan which delivers at its best. This learning program uses a learner centered approach. To achieve these goals I will study and practice and then finally design to ensure that people who are unable to gain education due to different reasons can now get education at its best. References Biggs, J. (1995). Assessing for learning, sm dimensions underlying new approaches to educational assessment. The Alberta journal of educational research , 1-17. Chris Morgan, M. O. (1999). Assessing open and distance learners. Routledge. Ertmer, P. A. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly , 50-70. Heimbecker, B. (1995). Literacy and learning, Action research. Retrieved January 27, 2011, from www.lupinworks.com: http://www.lupinworks.com/ar/changing/bh.html IML. (2007, December 11). IML: Understanding student learning. Retrieved January 27, 2011, from /www.iml.uts.edu.au: http://www.iml.uts.edu.au/learnteach/enhance/understand/index.html Isaac, G. (2001). Assessment of learning. Queensland: University of Queenland. Kearsley, G. (1996). Andragogy. Washington DC: George Washington University. Knowles, M. (1970). The Modern Practice of Adult Education:Andragogy vs. Pedagogy. New York: Association Press. McLuhan, M. (1964). Electronics and the changing role of print . Educational Technology Research and Development . Mergel, B. (1998). Instructional Design and learning theory. Mezirow, J. (1991). Transformative dimensions in adult learning. San Francisco: Jossey-Bass. Ragan, L. C. (1998). Good teaching is good teaching: An emerging set of guiding principles. DEOSNEWS . Ragan, L. C. (1999). Good Teaching Is Good Teaching:An Emerging Set of Guiding Principles and Practices for the Design and Development of Distance Education. Cause/effect journal . Reushle, S. (2005). Doctoral thesis. : USQ Library. Queensland: Toowoomba,. Saettler, P. (1990). The evolution of american educational technology . Englewood: Libraries Unlimited, Inc. Schuman, L. (1996). Perspectives on instruction. Retrieved January 27, 2011, from www.edweb.sdsu.edu: www.edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html Tedi: Teaching and learning support. (n.d.). Retrieved January 27, 2011, from www.tedi.uq.edu.au: http://www.tedi.uq.edu.au/teaching/toolbox/tlprincipals.html Wang, P.-C. (1996). Gardner's Multiple Intelligences. Penn State University. . Read More